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- $:/_AIM/Questionnaire/01 Young person daily life - Social activities
- $:/_AIM/Questionnaire/02 Young person daily life - Attendance at Education, Employment or Training
- $:/_AIM/Questionnaire/03 Young person daily life - Attainment in Education, Employment or Training
- $:/_AIM/Questionnaire/04 Young person daily life - Other talents and abilities
- $:/_AIM/Questionnaire/05 Young person daily life - Physical health condition
- $:/_AIM/Questionnaire/06 Young person daily life - Self care
- $:/_AIM/Questionnaire/07 Young person daily life - Physical impairment or disability
- $:/_AIM/Questionnaire/08 Young person daily life - Social development
- $:/_AIM/Questionnaire/09 Young person daily life - Social skills and interaction
- $:/_AIM/Questionnaire/10 Socio-Economic - Provision of Stable Housing
- $:/_AIM/Questionnaire/11 Socio-Economic - Income and Provision of Material Resources
- $:/_AIM/Questionnaire/12 Family - Relationships
- $:/_AIM/Questionnaire/13 Family - Conflict with young person
- $:/_AIM/Questionnaire/14 Family - Parental discipline
- $:/_AIM/Questionnaire/15 Social - Supportive adult relationships outside the family
- $:/_AIM/Questionnaire/16 Social - Peer friendships
- $:/_AIM/Questionnaire/17 Social - Prosocial or antisocial peergroup
- $:/_AIM/Questionnaire/18 Mental State (1) - Cognitive ability
- $:/_AIM/Questionnaire/19 Mental State (1) - Anxiety
- $:/_AIM/Questionnaire/20 Mental State (1) - Obsessional Ideas and Compulsive Behaviour
- $:/_AIM/Questionnaire/21 Mental State (1) - Post-traumatic intrusive experience
- $:/_AIM/Questionnaire/22 Mental State (1) - Attention and concentration
- $:/_AIM/Questionnaire/23 Mental State (1) - Irritability
- $:/_AIM/Questionnaire/24 Mental State (1) - Sleep disturbance
- $:/_AIM/Questionnaire/25 Mental State (1) - Depression
- $:/_AIM/Questionnaire/26 Mental State (1) - Self-injurious Behaviour
- $:/_AIM/Questionnaire/27 Mental State (1) - Eating problems
- $:/_AIM/Questionnaire/28 Mental State (2) - Substance misuse
- $:/_AIM/Questionnaire/29 Mental State (2) - Suicidality
- $:/_AIM/Questionnaire/30 Mental State (2) - Defiance
- $:/_AIM/Questionnaire/31 Mental State (2) - Destruction of Property
- $:/_AIM/Questionnaire/32 Mental State (2) - Physical harm to others
- $:/_AIM/Questionnaire/33 Mental State (2) - Problematic sexual behaviour
- $:/_AIM/Questionnaire/34 Mental State (2) - Psychotic experiences
- $:/_AIM/Questionnaire/35 Mental State (2) - Elated mood
- $:/_AIM/Questionnaire/36 Mental State (2) - Mentalizing Capacity
- $:/_AIM/Questionnaire/37 Response to situation - Insight
- $:/_AIM/Questionnaire/38 Response to situation - Engagement with treatment and care
- $:/_AIM/Questionnaire/39 Measure of Complexity - Chronicity
- $:/_AIM/Questionnaire/40 Measure of Complexity - Pervasiveness
- $:/_AIM/Questionnaire/41 Power and Control - Experiences of Discrimination
- $:/_AIM/Questionnaire/42 Power and Control - Experiences of Exploitation
- $:/_AIM/Questionnaire/43 Power and Control - Online life
- $:/_AMBIT/Palette
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- 02 Young person daily life - Attendance at Education, Employment or Training
- 1. Educational-Vocational Engagement and Assessment
- 1.JPG
- 2. Educational-Vocational Intervention and Transition
- 2.JPG
- 3. Educational-Vocational Illustrative Case Vignette
- 4.JPG
- 4corners.PNG
- 73b76b47-ee5a-4bad-b425-151e215679a0 (1).jpg
- A Guide to Editing the Manual
- ABC Diary-keeping
- About 'Who does what?'
- About this Manual
- AboutContents
- Academic references
- Account of AMBIT presentation - ACAMH magazine (Autumn 2013)
- Acting Out
- Action/Making change
- Active Planning
- Active Planning - Comparing Destinations
- Active Planning - Exercise - different destinations
- Active Planning in the team culture
- Active Planning through the phases of AMBIT work
- Active talking
- adam-solomon-WHUDOzd5IYU-unsplash.jpg
- Adapt your Discourse
- Adapting AMBIT training to risk support training
- Adapting to Circumstances
- Adaptive
- Adding a new page (tiddler)
- Adding a Tag to a page (tiddler) - video
- AddNewPagePic.jpg
- Addressing Dis-integration
- ADHD
- Adolescence and Engagement
- Advanced explanatory and listening skills.jpg
- Advice about Role Playing
- Advice about the Implementation Plan
- Advocates (mental health, exploitation, domestic violence, etc)
- AF-logo-RGB-Green.png
- afclogo.PNG
- Affect
- Affect Regulation
- Affect storms
- Affective mentalization
- AFNCCF
- Agentive self
- AIM
- AIM - Key Problems
- AIM baseline scores from CASUS study
- AIM Cards
- AIM cards pic1.jpg
- aim cards room.jpg
- AIM Creative Commons Licence
- AIM individual score.JPG
- aim instructions.jpg
- aim instructions2.jpg
- AIM Items
- AIM New Items: Experiences of Discrimination
- AIM New Items: Experiences of Exploitation
- AIM New Items: Online Life
- AIM questionnaire - interactive version
- AIM questionnaire - paper version
- AIM Questionnaire: Updates and revisions
- AIM score.JPG
- AIM Spreadsheet
- AIM suggested interventions
- aim2.jpg
- aimcards.pcio
- AIMmenu
- Aims and Goals
- Aims of Family work
- alexei-scutari-5Zg64OwXJg8-unsplash (1).jpg
- ALF
- Am I guilty or worried about putting increasing demands on my client?
- AMBIT
- AMBIT - Logic Model blank.jpg
- AMBIT Across a Complex Array of CAMHS services - Gavin Cullen and Fiona Duffy
- AMBIT and other Approaches, Methods and Techniques
- AMBIT as a Service Quality Improvement approach
- AMBIT card resources for supervision
- AMBIT Client Impact Project (ACIP)
- AMBIT community of practice - Teams with local AMBIT manuals
- AMBIT Competencies
- AMBIT Competencies covered in the Basic Training
- AMBIT Conference presentations
- AMBIT Consultation Day
- AMBIT development topics
- AMBIT Disintegration Grid template with instructions.pdf
- AMBIT Editorial Group
- AMBIT FAQs
- AMBIT Full Competency Framework
- AMBIT icon
- AMBIT Implementation follow-up
- AMBIT implementation questionnaire.pdf
- AMBIT in an Adolescent MH team: struggles and successes - Griffiths, Duffy, Kennedy
- AMBIT in larger organisations (Unconference 2016)
- AMBIT is a type of pre-therapy
- AMBIT knowledge and skills questionnaire.pdf
- AMBIT Lead
- AMBIT Lead peer-to-peer system
- AMBIT LEADS - useful training pages
- AMBIT Local Facilitators
- AMBIT Local Trainer: overcoming barriers to effective implementation
- AMBIT Manual Library of Pages
- AMBIT Manual Site Map
- AMBIT Marking the Task cards v2.pdf
- AMBIT Measures Under Development
- AMBIT Newsletter
- AMBIT Outcome Studies
- AMBIT playing cards
- AMBIT Practice Audit Tool (APrAT)
- AMBIT Practice Audit Tool_v.2.pdf
- AMBIT programme
- AMBIT Programme team safeguarding procedures
- AMBIT Service Evaluation Questionnaire (ASEQ)
- AMBIT SERVICE EVALUATION QUESTIONNAIRE.pdf
- AMBIT stance cards
- AMBIT Stance Exercises
- AMBIT stance playing cards
- AMBIT study group development
- AMBIT study group projects
- AMBIT Supervision for HEE Crisis Teams
- AMBIT supervision provided by the AMBIT Programme
- AMBIT Team Competencies
- AMBIT top-bar.png
- AMBIT Trainers
- AMBIT Training
- AMBIT Training Application Process
- AMBIT training day 1
- AMBIT training day 2 AM
- AMBIT training day 2 PM
- AMBIT training day 3 AM
- AMBIT training day 3 PM
- AMBIT training day 4 AM
- AMBIT training day 4 PM
- AMBIT Training objectives for Risk Support training
- AMBIT Training Principles
- AMBIT Unconference 2016
- AMBIT usual suspects cards
- AMBIT Wheel
- AMBIT Wheel - Chinese.jpeg
- AMBIT Wheel (Arabic)
- AMBIT Wheel (Catalan)
- AMBIT Wheel (Chinese - 中文)
- AMBIT Wheel (German)
- AMBIT Wheel (Japanese - 日本語)
- AMBIT Wheel (Spanish)
- AMBIT wheel 2014_SMALL
- AMBIT wheel 22.jpg
- AMBIT wheel Catalan.png
- AMBIT Wheel_B+W_round.jpg
- AMBIT Wheel_Japanese (2).jpg
- AMBIT Wheel- Visual aids for colleagues
- AMBIT Wheel-Catalan.jpg
- AMBIT Wheel.pdf
- AMBIT_BookCover.jpg
- AMBIT-influenced
- AMBIT-R
- AMBIT-R training programme
- AMBIT-R training programme DAY 1
- AMBIT-R training programme DAY 2
- AMBIT-R training programme DAY 3
- AMBIT-R training programme DAY 4
- AMBIT-R Training Schedule
- AMBIT-R Training Schedule - Day 1
- AMBIT-R Training Schedule - Day 2
- AMBIT-R Training Schedule - Day 3
- AMBIT-R Training Schedule - Day 4
- AMBIT-Teamworking
- AMBIT: an overview
- AmbitSetup
- AMBITwheel Japanese.jpg
- AMBITWheel.pdf
- Ambivalence
- An Adaptation of the Disintegration Grid
- Analogies
- AnalyticsConfig
- anastasia-petrova-xu2WYJek5AI-unsplash (1).jpg
- Anger Management
- angrycat.jpg
- Anna Freud National Centre for Children and Families
- Anna Oriol-Sanchez
- Anthony Scott
- Anxiety
- AOS.PNG
- ap..PNG
- APrAT
- APrAT exercise in, or across, teams
- Are you asking people to work outside their competency/paygrade?
- ARHQ
- ARHQ_20.06.17.pdf
- ARHQ_WorkedExample.pdf
- ARHQ.jpg
- AS.PNG
- Asen, Bevington (2007) Barefoot practitioners
- Assess Stage of Change
- Assessing a learning organisation
- Assessment
- Assessment for SUD-Rx
- Assessment for SUD-Rx - Giving Feedback
- AssessmentPhaseOverview.PNG
- Attachment
- Attachment Behaviours
- Attachment Definitions
- Attachment Object
- Attachment Relationship
- Attachment theory
- Auditing AMBIT practice: general principles
- Auditing AMBIT: learning from Altrecht
- Auditing AMBIT: using the APRAT
- Authors
- AutoDidact
- Autonomy
- Average score.JPG
- Awareness of impact.jpg
- Bachler (2014) Differential effects of the working alliance in family therapeutic home-based treatment of multi-problem families
- Balancing INSIDE and OUTSIDE change work
- BarefootPractitioners
- Barriers to treatment
- Basic Structure of the Wiki Manual
- Bateman and Fonagy (2009) RCT of MBT versus SCM for BPD
- Bateman and Krawitz (2013) BPD: an evidence based guide for generalist mental health professionals
- Bateman et al (2020) 8 year follow up of MBT versus SCM for BPD
- beapicture.jpg
- Bearman et al (2010) Adapting CBT to fit diverse youths and contexts: applying the deployment-focused model...
- Beck Depression Inventory (BDI)
- Beck Youth Inventories (BYI)
- Before you can start a Manualizing Session
- Beginning- conditions
- Behaviour
- Behavioural activation
- Bevington D, Fuggle P (2012) Supporting and enhancing mentalization in community outreach teams...
- Bevington et al (2012) Adolescent Mentalization-Based Integrative Therapy (AMBIT)
- Bevington, Fuggle, Cracknell and Fonagy (2017) Adaptive Mentalization Based Integrative Treatment: a guide for teams to develop systems of care. (Book, pub. OUP)
- Bevington, Fuggle, Fonagy (2015) Applying attachment theory to effective practice with hard-to-reach youth: the AMBIT approach
- billiepicture.jpg
- Biology
- Blood Borne Virus Screening
- Book.PNG
- books pic.jpg
- books.PNG
- Boundaries
- brain.jpg
- branden-harvey-wyN0QFDiXw0-unsplash (1).jpg
- Breaking down tasks into steps
- Briefing session for senior managers/commissioners
- Broadcasting Intentions
- broadcasting Pic.jpg
- Broersen et al (2020) Young Patients with persistent and complex care needs require an integrated care approach
- Building a Community of Practice - Dickon Bevington
- Building networks and links
- Cambridge and Peterborough CLAHRC
- Can longitudinal studies help us understand AMBIT outcomes?
- Can we do AMBIT without the Manual?
- Cannabis Legal issues
- Cannabis Misuse
- Capacity to Trust.jpg
- Capture.PNG
- Captureembed.PNG
- Captureerror.PNG
- Capturenocookie.PNG
- Captureprivacy.PNG
- Captureshare.PNG
- Careful and concerned CURIOSITY
- Case discussion
- CASUS
- CB-Principles
- CBT
- CBT - Rating Scales
- CBT - Reinforcement
- CBT - Weighing Pros and Cons
- CBT techniques
- Cecchin, G. (1987). Hypothesising, circularity and neutrality revisited: an invitation to curiosity
- CGAS
- CGI-I
- CGI-S
- Challenge and Support in Therapeutic Relationships
- Challenging techniques
- Charlie Sackey
- Checking
- CheckLists
- Child Protection
- Child Protection Referral
- Child Protection/Safeguarding Services
- Choi-Kain, Gunderson (2008) Mentalization: ontogeny, assessment, and application
- Choosing what to measure
- Chorpita, Daleiden and Weisz (2005)
- christian-wiediger-NmGzVG5Wsg8-unsplash (1).jpg
- Circular interviewing
- City Bridge Trust
- Client Case Review - Date and Agenda
- CLIENT exercises from AMBIT training
- Client's AMBIT Wheel
- ClientWheelDoubleSided
- ClientWheelsingle
- Clinical Global Impression (CGI)
- Clinical Outcomes for the Wellbeing Practitioner Programme for Children, Young People and their Parents/Carers: Update Report (2019.
- Coaching
- Cognitions
- Cognitive approaches to SUD-Rx
- Cognitive Behavioural
- Cognitive Behavioural work - CheckLists
- CognitiveBehavioural for SUD-Rx
- Cole, M (2009) Using Wiki technology to support student engagement: Lessons from the trenches
- Collaboration as a process and an outcome
- Colombo-style Curiosity
- Comic Relief
- Comment by 'dickon' on '+ Getting started'
- Comment by 'dickon' on 'AMBIT Wheel- Visual aids for colleagues'
- Comment by 'dickon' on 'Commenting Function'
- Comment by 'dickon' on 'Commenting Function' 1
- Comment by 'dickon' on 'Commenting Function' 2
- Comment by 'dickon' on 'Error messages'
- Comment by 'dickon' on 'Error messages' 1
- Comment by 'dickon' on 'Evaluation of Thinking Together in Donostia/San Sebastian, Gipuzkoa, Spain'
- Comment by 'dickon' on 'Future AMBIT training intentions'
- Comment by 'dickon' on 'Logic models training exercise'
- Comment by 'dickon' on 'Qualitative feedback from AMBIT training'
- Comment by 'jamesfairbairn' on 'Active Planning'
- Commenting - Boundaries
- Commenting - Content Moderation
- Commenting Function
- CommentingButton.jpg
- Commissioners AMBIT Toolkit
- Community
- Community of Practice
- Community of Practice (extended learning)
- Community of Practice core changes widget
- Community of practice pic.jpg
- Community of Practice recent changes
- Comorbidities
- Comparing and Sharing functions
- Competency use and importance ratings
- Complexity
- complexity pic.jpg
- Concrete Mentalizing difficulties
- Conduct problems
- Confidentiality
- Connecting Conversations
- Contemplation
- Contingencies
- copy room.jpg
- Copyright matters
- Core Features of AMBIT
- Create Headings, Sub-headings and Bullet points
- Create shareable weblinks to specific manual page(s)
- Createnewpageicon.jpg
- Crisis Contingency Planning
- Crisis Pathway AMBIT Online Training
- CrisisServices
- Criteria for inclusion/exclusion of CONTENT in AMBIT
- Crossword
- cs.PNG
- CSJ (2012) Rules of Engagement: Changing the heart of youth justice
- Cultural consultation
- Cultural Context
- CultureOfHospitality
- Curiosity.jpg
- Current Research and Outcome Evaluations in the AMBIT Community
- custom link.jpg
- DataSecurity
- Daubney et al (2020) - Outcomes of Assertive Community Treatment for Adolescents with Complex Mental Health Problems Who are Difficult to Engage
- Deciding what to Manualize
- DefaultTiddlers
- Definitions & Principles of Motivational Work
- Delusions
- Depression
- Develop Discrepancy
- Developing learning organisations
- Developing maintenance routines
- Developing measurement of engagement in AMBIT
- Developing Team Learning Objectives
- Development of Mentalization
- Developmental Considerations
- DevelopmentalHistory
- Dgrid.PNG
- dickon
- DickonBevington
- dickonpicture.jpg
- diego-ph-SZYreZsJ-fE-unsplash (1).jpg
- Differences between MST and AMBIT
- Dis-integratedInterventions
- Dis-integration
- Dis-integration grid
- Dis-integration grid - Local
- Dis-integration Grid EXERCISE
- Dis-integration grid practice
- Dis-integration pic.jpg
- Dis-integrationGridPicture
- Dis-integrative processes in a Family/Systemic context
- Dis-integrative processes in a Multi Disciplinary Team
- Dis-integrative processes in a Multi-Agency context
- Dis-integrative processes in an Individual Clinician
- Dis-integrativeProcesses
- Disclaimer
- Disclaimers, Security and Authorization (Licensing)
- Discussing outcomes (PF and DB)
- Disintegration in networks: respect for local practice and expertise?
- Dive Boat - An Analogy
- Does AMBIT contribute to reductions in institutional interventions/care?
- dog.png
- Domains
- DOMAINS and LEVELS of dis-integration
- Domestic violence
- download (1).jfif
- Downloadable Resources from Training
- Draft of '$:/Import' by dickon
- Draft of 'active talking' by shaunamullarkey
- Draft of 'James Fairbairn' by tiamckoy
- Draft of 'James Wheeler' by tiamckoy
- Draft of 'New Tiddler' by tiamckoy
- Draw my mind
- Draw my mind - Mentalizing Exercise
- Drawing the AMBIT Wheel
- dylan-gillis-KdeqA3aTnBY-unsplash (1).jpg
- EatingDisorders
- Edit 1.JPG
- Edit 2.JPG
- Edit 3.JPG
- Edit 4.JPG
- Editing - Difficulties with Saving Pages
- Editing and Deleting existing pages (tiddlers)
- Education-Vocation Intervention phase - Example timetable and Flowchart
- Educational-Vocational Engagement Phase Flowchart
- Educational-Vocational Training
- Educational-VocationalComponents
- Educational-VocationalPrinciples
- Educational-VocationalStructure
- Educational/Vocational centre
- EducationEmploymentTraining
- Egg and Triangle - Local
- Egg and triangle (marked)
- Egg and Triangle.pdf
- Elevator Pitch
- elevatorpitch.png
- EmergencyProcedures
- EmergencyResponse
- Enactments
- end page content
- End- Impact
- ENDING PHASE
- energy
- Engagement
- Engagement call
- Engagement techniques
- Engaging a team in Outcomes Measurement - Liz Cracknell and Carol Evans
- Epistemic mistrust
- Epistemic mistrust and building relationships
- epistemic mistrust project- worker authenticity
- epistemic mistrust project-curiosity
- Epistemic Trust
- Epistemic Trust image.jpg
- Equity, Diversity, and Inclusion (EDI) in AMBIT
- Error messages
- Evaluating AMBIT trainings
- Evaluating outcomes
- Evaluation of Thinking Together in Donostia/San Sebastian, Gipuzkoa, Spain
- everton-vila-AsahNlC0VhQ-unsplash (1).jpg
- Evidence
- Example Google Doc Link
- EXAMPLE of a local training session
- Example of Manualizing- Making a Cup of Tea
- Example timetable during engagement phase
- Examples of Mentalizing Formulations
- Experts By Experience
- Explicit mentalization
- Exploitation and Substance use
- Express Empathy
- Expressed Emotion
- Extended learning
- facil.PNG
- Families and Engagement
- Family
- Family Life Space (Genogram) Techniques
- Family System Mentalizing diagram 1
- Family System Mentalizing diagram 2
- Family-Aims and Principles
- Family-Settings and Arrangements
- FamilyHistory
- FamilyInformalNetworkMembers
- FamilyWork
- FamilyWork for SUD-Rx
- Features of mentalizing: awareness of the impact of emotion
- Features of mentalizing: curiosity
- Features of mentalizing: knowing that minds are opaque
- Features of mentalizing: narrative continuity
- Features of mentalizing: perspective taking
- Features of Successful Mentalizing
- Features of UNsuccessful Mentalizing
- Feedback on AMBIT Training
- Feedback please!
- Feeling
- Feeling Spinner
- Fillers
- Find a falsehood
- Fishbowl discussion
- Fishtank film clip
- Fixsen, et al (2005) Implementation Research: A Synthesis of the Literature
- Fixsen's Stages of Implementation
- Focussing on Strengths
- Follow up interviews for AMBIT teams
- Follow-up training for established teams
- Fonagy et al (2018) MST versus Management as usual (START trial)
- Fonagy, Cottrell, Phillips, Bevington, Glaser and Allison (2014) What Works for Whom
- Formal supervision
- Formatting Pages in AFNCCF Manuals
- Formulation and Treatment Aims
- Four corners - Training Exercise
- free-to-use-sounds-W_FHuUQKNP0-unsplash (1).jpg
- Fuggle et al (2014) The AMBIT approach to outcome evaluation and manualization: adopting a learning organization approach
- Fuggle et al (2021) Improving lives: Not just saying no to substances.
- Further reading and resources on Working with your Client
- Further reading and resources on working with your networks
- Further reading on Learning at Work
- Further reading on mentalizing
- Gemma McKenzie
- General features of a "Mentalizing Stance"
- General Features of Unsuccessful Mentalizing
- General Systemic Techniques
- Generalize (and Consider Change)
- Genogram picture
- Gergely, G (2004) The social construction of the subjective self
- Getting started with CBT
- getting-started-icons.png
- GHQ-12
- GHQ12.pdf
- Gilvarry et al (2012) Practice standards for young people with substance misuse problems
- Giving Advice
- Global Assessment of Function (GAF)
- Glossary
- gm.PNG
- Goals-based outcome measures
- Governance
- Graded Exposure
- graph
- graph2
- graph3
- graph3 page2
- graph4
- GreetingModal
- Grid Pic.jpg
- Griffiths et al (2016) Evaluating clinical outcome and service utilization in an AMBIT trained Tier 4 CAMHS
- Group Work
- GroupworkTabs--1450484460
- Guidance for Teams Considering Applying for Training
- Guidance for teams on selecting people for local facilitator training
- Guidelines on how to edit this manual
- GUM
- H-CAMA
- Hallucinations
- Hard to reach
- HEE health education england logo.png
- hello.jpg
- Help seeking in teams
- help seeking.png
- Helping by Edgar Schein
- Hidden, private or implicit theory
- Highlighting and reinforcing Positive Mentalizing
- Holding the Balance
- Home
- Homework
- HoNOSCA
- How do we as trainers keep ourselves on task?
- How do we help each other in this team?
- How do we measure whether our team is DOING this?
- How does Mentalizing relate to children with Autism?
- How does the AMBIT approach fit with our Service Priorities
- How long should we run trainings for?
- How motivated is my client?
- How much time have I spent with this client?
- How teams support each other to mentalize - Unconference Conversation, 2016
- How to add a document or PDF
- How to add a PDF link
- How to add a picture
- How to add HyperLinks (external web links)
- How to ADD into what is ALREADY THERE in your manual
- How to centre a title, phrase or image
- How to Change the Manual Title/Icon
- How to draw up a Care Plan
- How to edit - Videos
- How to edit your team's manual
- How to embed a video
- How to get the best out of Web-based seminars
- How to run a team manualizing session
- How to speak to a DOCTOR
- How to speak to a NURSE
- How to speak to a SOCIAL WORKER
- How to speak to a...
- ht.JPG
- Human Centred Design
- Hypothesizing
- I cannot relinquish my statutory responsibilities to do this AMBIT stuff...
- I haven't got time to do this!
- I'm stuck: what next?
- ian-dooley-3NCA3tbaE5I-unsplash.jpg
- iceberg.jpg
- iCON.PNG
- If I am the KeyWorker, do I hold sole responsibility for everything?
- iFrames - a 'window on a web-page'
- image.png
- IMG-20171023-WA0000.jpg
- IMG-20181129-WA0000.jpg
- IMP
- Implementation of the Evaluation Framework - Things to consider
- Implementation Plan
- Implementation plan template .docx
- Implementation Science
- Implementation Team
- Implementing models of practice well
- Implementing social-ecological change
- Implicit Core Beliefs
- Implicit mentalization
- Implicit psychoanalytic model
- In my beginning is my end
- Increasing 'value' in services
- Increasing 'value': the work of Michael Porter
- Increasing service value: the work of John Seddon
- Individual differences and AMBIT training
- Individual Differences and Disagreements
- Inducting new team members
- Initial Engagement - notes for trainers
- Initial introductions at a Training event
- INITIAL PHASE
- inshoes.jpg
- Inside Out
- Insight and Engagement
- Integrated care systems
- Integrative
- Integrative Multimodal Practice
- IntegrativeContext
- Intention Broadcasting. Proceedings of I-KNOW ’09 and I-SEMANTICS ’09 - Von Kaufman, Richard (2009)
- Intentional stance
- Interagency collaboration Activities Scale (ICAS)
- Internal Working Model
- International Local Facilitator Training (LFT)
- Interpersonal Therapy (IPT)
- Interpreting AIM scores: the CASUS study
- Interprofessional Boundaries
- Interprofessional Collaboration
- INTERVENTION PHASE
- Intervention timeline
- Interventions (by target group)
- Introducing Family Work
- Introducing Mentalization based work - addressing resistance
- Introducing the AIM measure in your service
- Introduction
- Introductions part 1
- Introductions part 2
- Involving young people in designing outcomes
- ipcimage.png
- IPCimage3.PNG
- IPPA-R (The Inventory of Parent and Peer Attachment—Revised)
- IPT
- IPT Ending Session 6 (30 mins)
- IPT Session 1 (45 mins)
- IPT Session 2 (30 mins)
- IPT Session by Session Guide
- IPT Sessions 3-5 (Middle Phase - 30 mins)
- IPT Worksheet 1.pdf
- IPT Worksheet 15.pdf
- IPT Worksheet 2.pdf
- IPT Worksheet 3.pdf
- IPT Worksheet 4.pdf
- IPT Worksheet 5.pdf
- IPT Worksheet 6.pdf
- IPT Worksheet 7.pdf
- IPT Worksheet 8.pdf
- Is 'Thinking Together' a replacement or a change to Clinical Supervision?
- Is AMBIT evidence based?
- Is Mentalizing just about working in the transference?
- Is Mentalizing just Empathy?
- Is Mentalizing just Reflective thinking?
- Is my client showing help-seeking behaviours towards me/the team?
- Is there any difference between Mentalizing and Mindfulness?
- Is this relevant to me as a NON-specialist worker (not a therapist)?
- IS.JPG
- Isn't mentalizing just being supportive?
- Issues that can arise when training your own team
- Iterative
- James Fairbairn
- James Wentworth Stanley Memorial Fund
- James Wheeler
- Jason Shaw (2013) Developing a Hypertext Educational Environment using TiddlySpace
- jehyun-sung-6U5AEmQIajg-unsplash (1).jpg
- Jensen, Bo & Vilmar (2021). What is behind the closed door? A case illustration of working with social isolation in adolescents
- Jeremy Ruston
- JF.PNG
- jl.bw.PNG
- John Lincoln
- john-schnobrich-2FPjlAyMQTA-unsplash (1).jpg
- Johnson, Baron-Cohen et al (2005) emergence of the social brain network
- Just the facts
- JW.PNG
- Kahneman's dual process theory and the impact of affect
- Kaminski J, Pitsch A, Tomasello M (2012) Dogs steal in the dark
- Keeping secrets/different levels of disclosure within the family
- Keeping Your Bearings
- Key Problems
- KeyProblemDefinitions
- KeyWorker
- Keyworker well-connected to wider team
- Kolb's Experiential Learning Model
- Kolko and Perrin (2014) The Integration of Behavioral Health Interventions in Children’s Health Care: Services, Science, and Suggestions
- Krueger and Glass (2013) Integrative Psychotherapy for Children and Adolescents: A practice-oriented literature review
- Kyratsis Y, Ahmad R, Holmes A (2012) Technology adoption and implementation in organisations - BMJ
- Lack of insight
- Laura Talbot
- laurapicture.jpg
- Lave and Wenger (1991). Situated Learning: Legitimate Peripheral Participation
- law1.jpg
- law2.jpg
- leap.jpg
- Learning - How do you engage young people? (Unconference conversation 2016)
- Learning - Making Manuals easier to use (Unconference 2016)
- Learning - Outcome measures (Unconference 2016)
- Learning - Working with young people who offend (Unconference conversation 2016)
- Learning about Addressing Dis-integration
- Learning about AMBIT
- Learning about mentalizing
- Learning about Supervisory Structures
- Learning about Team Learning - a discussion exercise
- LEARNING at work
- Learning at Work Tools
- LEARNING exercises from AMBIT training
- Learning from the ASEQ: how do teams rate themselves before training
- Learning Organisations (further reading)
- Learning survey
- Learning survey responses
- Learning through outcome measures
- Learning- The mentalizing stance (Unconference conversation 2016)
- Learning- Adolescent states of mind (Unconference conversation 2016)
- Learning- Barriers to help-seeking in teams - Unconference Conversation, 2016
- Learning- Does AMBIT work? (Unconference conversation 2016)
- Learning- Fitting AMBIT expertise to the expertise of others (Unconference 2016)
- Learning- What is mentalizing, really? (Unconference conversation 2016)
- LearningContents
- Lecture and discussion on Evidence
- left
- Level of intensity
- Licensed
- Life practice
- Line-ups - exploring individual differences
- linking with an existing relationship
- Links
- Littlechild and Smith (2013): A Handbook for interprofessional practice in the human services
- LivingSkills
- Liz Cracknell
- Liz's buttons test
- Lizpicture.jpg
- Local Facilitator implementation plan template
- Local Facilitator Training (LFT)- training model
- Local Facilitator Training: potential barriers to achieving training objectives
- Local Manualizing Tasklist
- Local Protocols
- Local Session 01: What is AMBIT?
- Local Session 02: What is AMBIT training for?
- Local Session 03: Mentalization
- Local Session 04: Working with your Team
- Local Session 05: Working with your Networks
- Local Session 06: Working with your Client pt. 1 (Mentalizing stance)
- Local Session 07: Working with your Client pt.2 (Excluded/non-standard help-seeking)
- Local Session 08: Review (1) and Auditing Team Practices
- Local Session 09: Working with your Client pt.3 (Outcomes)
- Local Session 10: Review (2) and Top-up plans
- Local Session 11: Making a real difference - Implementation Science
- LOCAL trainers FAQs
- Local Training Sessions: some core ideas and structure
- Local TTT Session 8.0
- Local TTT Session 8.1
- Local TTT Session 8.2
- Local TTT Videos
- Log in
- Logic model for AMBIT services
- Logic model for AMBIT training (as an intervention)
- Logic model.JPG
- Logic Models
- Logic models training exercise
- login.PNG
- LoneClimber.jpg
- lose some weight.jpg
- luciano-de-sa-ObwMZBdEWdI-unsplash (1).jpg
- lysander-yuen-wk833OrQLJE-unsplash (1).jpg
- MA.ICON.PNG
- Maintaining factors for problems
- Maintaining Mind-mindedness
- Maintenance
- Maintenance and the Recovery Model
- MAINTENANCE PHASE
- Make or View Client Notes
- Making plans for change
- Making zoom recordings
- MalalaQuote
- Manage CLIENT RELATIONSHIP
- Manage CLINICAL PROBLEM
- Manage Violence
- Managing Differences of Opinion
- Managing NETWORK PROBLEMS
- Managing Risk
- Mania
- Manualised framework
- Manualization
- Manualization Boundaries
- Manualizing a live issue - Garry Richardson and Heather Tovey
- Manualizing exercise
- Manualizing the AIM Suggested Interventions -18.11.21 - AMBIT team AFC
- map.PNG
- Mapping cultural and language resources
- Mapping social-ecological needs and goals
- Mapping social-ecological resources
- Marianne McGowan
- Mark Dangerfield
- mark the task ttt.jpg
- mark.jpg
- Marked mirroring
- Marking the Task
- MarkLocalEdits.jpg
- MaryTarget
- Mason, B (1993) Towards positions of Safe Uncertainty
- MB-Principles
- MBT-A
- MBT-F
- md.PNG
- measuring pic 2.jpg
- Measuring progress against objectives
- Measuring recovery and reliable recovery
- Measuring reliable change
- Measuring the Impact of AMBIT Training
- Ment_Table_Stance_pic
- Mentalization
- Mentalization based treatment - MBT
- Mentalization, the work of Daniel Kahneman and the value of doubt
- MentalizationBasedTabs-211931686
- MentalizationBasedWork
- Mentalize
- Mentalize that!
- Mentalize the Moment
- Mentalize us, your trainers...
- Mentalizing
- Mentalizing and team learning
- Mentalizing Levels
- Mentalizing Loop
- Mentalizing Quotes
- Mentalizing service barriers
- Mentalizing Stance in Family Work
- Mentalizing stance- local
- Mentalizing the Moment (in the Mentalizing Loop)
- Mentalizing the Moment (in Thinking Together)
- Mentalizing Therapy Techniques
- Mentalizing your colleagues
- Mentalizing: a summary
- Mentalizing: what it looks like
- MentalizingLoop.jpg
- mentalizingmonkeys.jpg
- MetaTeam
- Middle Phase of Mentalization based Work
- Middle-Relationship stance and mechanisms/techniques
- Mind-Scanning
- Mini-PREACHY
- Mirza and Mirza (2008) Adolescent Substance Use
- Misuse of Mentalization
- mm.PNG
- mod4.jpg
- Module 1: Introductions and Mentalization
- Module 3: Working with your Team
- module 3.jpg
- Module 4: Working with your networks
- Module 5: Working with your client
- module 5.jpg
- Module 7: Learning at Work 2
- Module 8: Review and implementation planning
- module 8.jpg
- Monitoring mental health
- Monthly Webinars.jpg
- More Actions pic.jpg
- More information on the AIM cards
- Motivational Core Aspects
- Motivational Training exercises
- Motivational Work
- Motivational Work - Affirmations
- Motivational Work - Checklists
- Motivational Work 1
- MotivationalTabs-2037923370
- MP3's are like thoughts
- MS.JPG
- MtM.PNG
- Multi-Disciplinary Team
- Multi-Domain Assessment
- MultiFamilyWork
- Multimodal
- Multiple interacting aetiologies
- Mz Sharp-Bevington.jpg
- mz the moment ttt.jpg
- mz.jpg
- Mz.PNG
- Narrative Continuity.jpg
- Narrative History
- nathan-anderson-kTaIjvHsyJg-unsplash.jpg
- National Evaluation of the Troubled Families Programme 2015-2020: Findings. (2019) Ministry of Housing, Communities and Local Government
- Navigating the manual (finding what you need)
- navigating.jpg
- Needs video
- neonbrand-zFSo6bnZJTw-unsplash (1).jpg
- NET-Aim-Q
- NET-Stat-Q
- NETWORK exercises from AMBIT training
- NetworksContents
- NeuroDevelopmental
- New referrals
- NewHere.png
- news head.jpg
- Newsletter 11 May 2020
- Newsletter 16 July 2020
- Newsletter 18 June 2020
- Newsletter 21 May 2020
- Newsletter 22 May 2020
- Newsletter 27 April 2020
- Newsletter 3 July 2020
- Newsletter 4 June 2020
- Newsletter August 2020
- Newsletter December 2020
- Newsletter January 2021
- Newsletter January/ February 2021
- Newsletter November 2020
- Newsletter October 2020
- Newsletter September 2020
- NICE - Depression
- NICE - Sexual Health Guidelines for Youth
- NICE ADHD Guidelines
- NICE Guideline - Schizophrenia (over 18yrs)
- NICE Guidelines
- NICE Guidelines for PTSD
- NICE OCD guidelines
- nicole-honeywill-dGxOgeXAXm8-unsplash.jpg
- nn.PNG
- Non MZ.JPG
- Non-contingent
- non-critical
- non-linear
- Non-mentalizing Bingo!
- Non-mentalizing, positioning and network problems
- Non-mentalizing: a summary
- Non-mentalizing: certainty
- Non-mentalizing: quick fix
- Non-mentalizing: waffle
- None of the above!
- Norberg (2021) Open - how collaboration and curiosity shaped mankind
- Normalising
- not knowing
- Notice and Name
- Obsessional compulsive disorder
- Offering help in a team when it is not being asked for
- Online AIM Cards: how to set up a room to use with your client
- Opacity of other minds.jpg
- Opaqueglass.jpg
- Open book pic (2).jpg
- Open Questions
- OpenPagesPic.jpg
- OpenSource
- Organisational support for the technology to run TiddlyManuals
- Ostensive communication
- Other key aspects of AMBIT in a little more detail
- Other Symptoms of Psychosis and Engagement
- Other team's AMBIT manuals
- OUR LOCAL Resources and Practice
- OUR LOCAL Teamwork and Governance
- Our Resources
- OUR Team
- Our team and CLIENT work
- Our team and LEARNING
- Our team and NETWORKS
- Our team' strengths in CLIENT work
- Our team's challenges in CLIENT work
- Our team's challenges in LEARNING
- Our team's challenges in NETWORKING
- Our team's challenges in TEAMWORKING
- Our team's core expertise
- Our team's needs for effective CLIENT work
- Our team's needs for effective LEARNING
- Our team's needs for effective NETWORKING
- Our team's needs for effective TEAMWORKING
- Our team's strengths in LEARNING
- Our team's strengths in NETWORKING
- Our team's strengths in TEAMWORKING
- Outcome measures (T1, initial)
- Outcome measures (T2, 3 months)
- Outcome measures (T3, treatment close)
- outcome pic.jpg
- Outcomes
- Outcomes for clients who drop out of treatment
- Outcomes for clients with multi-agency needs
- Outcomes for untreated clients
- Outcomes from the Family Intervention Programme
- Overview: LEARNING at work
- Overview: Working with your CLIENT
- Overview: Working with your NETWORKS
- Overview: Working with your TEAM
- Paedakoop Team, Schlins Feldkirch Austria
- page-background.svg
- Panic Attacks
- Paranoid
- Passed Outwards Discussion - part 1
- Passed Outwards Discussion - part 2
- Passed-outwards Discussion
- PastMedicalHistory
- PastPsychHistory
- Patient-Worker Boundaries
- patrick-perkins-8VurHsVsls4-unsplash (1).jpg
- patrick-tomasso-Oaqk7qqNh_c-unsplash.jpg
- Pause and Review
- pavan-trikutam-71CjSSB83Wo-unsplash.jpg
- persistence
- Perspective-taking.jpg
- Peter Fuggle
- peterpicture.jpg
- Pharmacological
- Phases of AMBIT work
- Physical Health matters
- Pic_WellConnected
- Picture1.jpg
- Picture1.png
- Picture2.png
- Planning a training event in your team
- Planning survey
- Planning survey results
- POD
- POD - a web based outcome measurement system
- Positioning Theory
- Positive and Negative Syndrome Scale (PANSS)
- Post Traumatic Stress
- Post-training outcome goals
- Practical examples of sustaining the AMBIT approach - Jones, Jones and Schofield
- Practice
- Practices: LEARNING at work
- Practices: Working with your CLIENT
- Practices: Working with your NETWORKS
- Practices: Working with your TEAM
- pre-conditions for learning.jpg
- Pre-contemplation
- Pre-mentalistic stances
- PREACHY
- Preconditions for Team Learning
- PresentingProblems
- Pretend mode
- Pro-gram picture
- Problem solving
- Problem-solving checklist
- Problems in teams
- Processing a New Referral
- ProfessionalNetworkMembers
- Progressive Muscle Relaxation
- Pros and Cons (Decisional Balance) exercise
- Pseudomentalization difficulties
- Psychiatrist
- Psychic equivalence
- Psychodynamic
- Psychodynamic theory
- PsychoEducation
- Psychometrics and Psychometric Tests
- Psychosis
- Published/Current Outcome Studies
- puzzle.jpg
- Qualitative feedback from AMBIT training
- Qualitative feedback on usefulness of AMBIT
- QuickWins
- Randomised Control Trial
- ratchet
- Rating Scales
- Re-breathing
- reasons for being here
- Rebecca Smith
- Recent Reflections on Facilitating the Sculpt
- RecentChangesPic.jpg
- Reciprocity
- Referral Criteria
- Reflecting comments
- Reflections on the TTT Training 2016
- Reflections on Thinking Together
- Reflective Quorum
- Reframing
- Reinforcement
- Relapse
- Relapse prevention
- Relationship to help
- RelatToHelpDiagram
- remove review tag
- Report writing and Professional Communication
- Respect for Evidence
- Respect local practice and expertise
- RespectLocalPracticeImage
- Restoring family capacity
- Return to Purpose
- return to purpose ttt.jpg
- return.jpg
- Reviewing change
- Revisiting AMBIT
- RFQ-YV (Reflective Functioning Questionnaire-Youth Version)
- Rich internal life - pic
- right
- Ripples in a Pond
- Ripples_picture
- ripples.jpg
- Risk Assessment - paper form
- Risk Management- Challenge and Support
- Risk of suicide
- Risk support - key aspects of practice
- RiskAssessment
- Rituals and Disciplines
- Role of the Chair
- Role of the Scribe
- Role of the Team Learning Support Worker
- Roles and Responsibilities in an AMBIT team
- Roles in the AMBIT Community of Practice
- Roll with Resistance
- room options and import from file.jpg
- Rossouw, Fonagy (2012) Mentalization-based treatment for self-harm in adolescents: a randomized controlled trial
- Royal College of Psychiatrists - Standards for Crisis/Outreach services
- RS.PNG
- Rx
- Safeguarding Children and Young People from Sexual Exploitation
- Safety and sex for youth
- Save tick.jpg
- SaveCloudicon.jpg
- Scaffolding existing relationships
- Schein's seven principles of helping
- Score 15 - Family functioning
- Scoring AIM data
- screen.png
- Screening for biological illness
- Screening Tool for Sexual Exploitation by Brook
- Screenshot_20180323-002957-01.jpeg
- Sculpting a network
- Sculpting the AMBIT wheel: a training exercise
- Search Bar
- Secure Base
- Seddon, J. (2008) Systems Thinking in the Public Sector
- Self Injurious Behaviour
- SELF REPRESENTATION
- Self-directed learning
- Self-efficacy
- Senge (2006, 2nd edition) The Fifth Discipline: the Art and Practice of the Learning Organisation. Random House Business Books
- Senge: Discipline 1 - Systems Thinking
- Senge: Discipline 2 - Personal Mastery
- Senge: Discipline 3 - Mental Models
- Senge: Discipline 4 - Shared Vision
- Senge: Discipline 5 - Team Learning
- Senge: eight strategies to develop a learning organisation
- Senge: the characteristics of 'Learning Disabled' Organisations
- Sensitive attunement
- Separation
- Service Delivery
- Service User Feedback
- ServiceDevelopment
- session 2 page 1
- Session Feedback Form.pdf
- Session Plan for three hour training session on Mentalization
- Session Rating Scale
- SessionPlans
- Setting up a first meeting
- Setting up Mentalization based work
- share-screen-icon.png
- Sharp et al (2006) Imagining your child's mind
- Sharp, C. and Bevington, D. "Mentalizing in Psychotherapy: a guide for practitioners" Guilford, 2022
- SideBar
- Sidebar.png
- sign up.jpg
- Signs of Safety
- Signs of Safety Child Protection Practice Framework (2011)
- Signs of safety evaluation (2021)
- Simmering Down
- siora-photography-cixohzDpNIo-unsplash (1).jpg
- Siri (2012) Mentalization-based therapy for adolescents
- SiteIcon
- SiteInfo
- SiteMap.PNG
- SiteSubtitle
- SiteTitle
- Slice and Dice Method
- Slide1.JPG
- Slide2.JPG
- Slow engagement
- SMART goals
- SNAPSHOT.PNG
- Social Capital
- Social-Ecological Work
- SocialCognitiveTheory
- SocialEcology
- SocialEcologyPicture
- Sort Cards
- Specific diagnoses and their corresponding mentalizing failures
- Specific interventions
- Sponsors
- Spot the non-mentalizing
- Spot the non-mentalizing 2
- Spot the non-mentalizing 3
- Spot the non-mentalizing 4
- Spot the non-mentalizing 5
- Stages of Change
- Stages of Change and Mz pic
- StagesPicture
- Stance Features: LEARNING at work
- Stance Features: Working with your CLIENT
- Stance Features: Working with your NETWORKS
- Stance Features: Working with your TEAM
- stance tension client.jpg
- stance tension learning.jpg
- stance tension networks.jpg
- stance tension team.jpg
- Stance-Domains.JPG
- Stance-RespectEvidence.JPG
- Stance-Scaffolding.JPG
- start game.jpg
- Starting a NEW CASE - CheckLists
- Starting an AMBIT service
- state the case ttt.jpg
- state.jpg
- Stating the Case
- StatusUpdate.jpg
- Stethoscope Games
- Stigma
- Stigma and Engagement
- STIs
- Straussner and Fewell (2011) Children of Substance-Abusing Parents: Dynamics and Treatment
- Strengths and Difficulties Questionnaire (SDQ)
- Strengths in RELATIONSHIPS
- StrengthsResiliencies
- Studies relevant to AMBIT
- studying together image.jpg
- Sub-pages
- Sub-topic
- SubsistenceSupport
- Substance use
- Substance use disorder - treatment
- Substance Use History
- SubstanceUseDisorder
- SUD
- SUD-Rx
- SUD-Rx - Who should be present at sessions?
- SUD-Rx principles
- SUD-Rx Session 1 - 2
- SUD-Rx Session 3
- SUD-Rx Session 4
- SUD-Rx Session 5
- SUD-Rx Session 6 - FINAL
- SUD-Rx Sessions - CheckLists
- SUD-Rx Techniques
- Suggested structure for an (internal) AMBIT Supervision session
- Suggested Team Training Sessions
- Suicide Attempt
- Suicide Warnings
- Summarising
- SupervisoryStructures
- Support for the AMBIT Community of Practice
- SUSTAIN best practice
- Sustaining AMBIT practice after training: lessons from a group of front line teams
- Sustaining an AMBIT approach in an acute adolescent in-patient setting - Whittick, Morrell, Fairbairn, Thulbourn and Millard
- Sutcliffe et al, 2004 - Communication failures: an insidious contributor to medical mishaps
- Syed, 2016 Black Box Thinking
- sympt.PNG
- SystemsTheory
- Tags
- Take a deep dive
- TakeHomeMessages
- Taking a break
- Taking Aim
- Taking Responsibility for integration
- Talbot, Fuggle, Foyston and Lawson (2020) - Delivering an Integrated Adolescent Multi-Agency Specialist Service to Families with Adolescents at Risk of Care: Outcomes and Learning from the First Ten Years
- Team around the Worker
- Team around the Worker - pic
- team culture and set up
- TEAM exercises from AMBIT training
- team learning situations-min.jpg
- Team Meetings
- Team meetings survey
- Team meetings survey results
- Team Thinking Together exercise
- Team training session: deciding on the intervention
- Team training session: what interventions do we do?
- Teleological thinking
- teleology drinking at work.jpg
- Terminating non-mentalizing interactions
- The 'What's it like to be...' exercise
- The AIM Questionnaire: What it is and how to use it
- The AMASS Team
- The AMBIT Lead - role and responsibilities
- The AMBIT Pro-Gram
- The AMBIT Pro-Gram: an example
- The AMBIT Study Group
- The Coping With Stress Course - Gregory Clarke
- The Development and Properties of the AIM
- The Egg and Triangle
- The group activity of manualizing
- The Inquisitive Stance
- The many sides of mentalizing
- The Thrive framework
- The Troubled Families Programme: an overview
- The Troubled Families Programme: the intervention model
- The Water of Systems Change (2018)
- The work of Jos De Blok
- The Worker's Mentalizing Stance
- The World Health Organisation Quality of Life– BREF questionnaire (WHOQOL-BREF)
- Theoretical foundations of Family Work
- Theoretical/Explanatory Frameworks
- Theories: LEARNING at work
- Theories: Working with your CLIENT
- Theories: Working with your NETWORKS
- Theories: Working with your TEAM
- Theory
- Theory behind the Individual key-worker relationship model
- Theory in Practice
- Therapeutic Bargain
- Therapeutic relationship
- Therapist's use of Self
- Thinking
- Thinking apart example
- thinking monkey.jpg
- Thinking Together
- Thinking Together - Local
- Thinking Together - Training exercise
- Thinking Together example
- Thinking Together exercise
- thinkingtogether poster.pdf
- This is the same as academic theory X, Y, Z...!
- Thought Blocking
- Thought disorder
- THRIVE-Framework.jpg
- THRIVE: Advice and support
- THRIVE: Help
- THRIVE: More help
- THRIVE: Risk support
- TiddlyManual
- TiddlyWiki
- tile motif.png
- togimg.PNG
- Tomasello et al (2005) Understanding and sharing intentions: The origins of cultural cognition
- Top tips for AMBIT Trainers
- TopCloudIcon.png
- Topic
- Tower of Babel
- TowerOfBabel.jpg
- Training Challenge
- Training exercise: Managing transitions across services
- Training exercises
- Training Exercises for Keyworker well-connected to wider team
- Training Exercises for Managing Risk
- Training Exercises for Mentalization
- Training Exercises for Respect for Evidence
- Training Exercises for Respect local practice and expertise
- Training Exercises for Scaffolding existing relationships
- Training Exercises for Taking Responsibility for integration
- Training Exercises for the Keyworker Relationship
- Training Exercises for Working in multiple domains
- Training Exercises on AMBIT in general
- Training Feedback
- Training Feedback for 2018
- Training Feedback for 2019
- Training Feedback for 2020-21
- Training Resources
- TrainingCore
- TrainingManualization
- Trauma-focussed CBT
- Treatment
- Triggers for problems
- Tronick and Cohn: Infant-Mother Face-to-Face Interaction: Coordination and Miscoordination
- Trying out the AIM cards
- TS Eliot - "East Coker" from the "Four Quartets"
- TTT May 2018 reflections on what we could use from Day 3
- TTT May 2018: Reflections on how to use network learning in our teams
- TV phone-in or Documentary games
- Unconferenceboard
- Understanding Risk in face to face working
- Ungar (2007) Too safe for our own good
- Ungar et al (2013) Service use, risk factors and resilience in adolescents using multiple services
- Upstream (Background) Factors
- URL.JPG
- Use the Mental Health Act
- User Guide
- Using AMBIT to Reduce In Patient Admissions - Sarah Harmon
- Using the AIM
- Using the manual as a REFERENCE tool (looking stuff up)
- Using the manual to CONNECT with other AMBIT workers
- Using the manual to RECORD learning (manualization)
- Using the online AIM Cards
- Using1.JPG
- Using2.JPG
- Using3.JPG
- Using4.JPG
- Using5.JPG
- Using6.JPG
- UsingTheManualContents
- VB.PNG
- Verity Beehan
- Video introduction to disintegration
- Video introduction to Thinking Together
- Videos
- ViewTemplate
- Violence
- Walker, Conlan and Laforce (2011) A paper on the wraparound approach
- We do most of this AMBIT stuff already - what is DIFFERENT in what you are teaching?
- We want a hospital bed, not a home visit!
- Wearing different hats
- Wearing different hats.jpg
- Wearing different hats2.jpg
- Web-based AMBIT Lead seminars
- Webinar 10 Sept 2020 - Implementation: Making Change Happen (Wandsworth 6 years on)
- Webinar 11 June 2020 - Online mentalizing (and Active Planning)
- Webinar 14 May 2020 Working with Networks, Remotely
- Webinar 23rd July 2020 - AMBIT in a youth and community setting - who trusts who?
- Webinar 25 June 2020 Using AMBIT to influence whole systems change
- Webinar 28 May 2020 - What Works about AMBIT
- Webinar 28 May 2020 - What Works about AMBIT local.url
- Webinar 30 April 2020 Meeting People Where They Are, Remotely
- Webinar 6th August 2020: Working with young people who use substances
- Webinar 8 October 2020: AMBIT in Educational Settings
- Webinar 9 April 2020 Staying Connected & Adapting Through Change
- Webinar 9th July 2020- Moving Out of Lockdown
- Webinar Notes
- Webinarsfortnightly (1).jpg
- Weighing Pros and Cons
- Weisz, Jensen-Doss, Hawley (2006) Evidence-based youth psychotherapies versus Usual Care
- Weisz, Simpson-Gray (2008) Evidence-Based Psychotherapy for Children and Adolescents
- Welcome to Day 2 of Your AMBIT Training - AM
- Welcome to Day 2 of Your AMBIT Training - PM
- Welcome to day 3 of Your AMBIT Training - PM
- Welcome to Day 3 of your AMBIT Training AM
- Welcome to day 4 of your AMBIT training AM
- Welcome to day 4 of your AMBIT training PM
- Welcome to Day One of Your AMBIT Training
- What are the expected outcomes for AMBIT clients if they do not receive any help?
- What do we mean when we say "That's (not) very AMBIT!" - Dickon Bevington
- What do workers here need in order to do their job well?
- What does AMBIT stand for?
- What helps a team to learn?
- What I would to like to learn and what should be preserved?
- What if people just hate the word "mentalization"?
- What if workers don't want to mentalize?
- What is the difference between the AIM measure and AIM cards
- What is your AMBIT? (blank AMBIT wheel)
- What makes me me?
- What makes the work with clients hard?
- What negative feelings does the work bring up for workers?
- What positive feelings does the work bring up for workers?
- What purpose am I using the AIM for?
- What to do?
- what to measure pic (2).jpg
- what to measure pic.jpg
- What's the problem?
- WhatInfluencesPractice_pic
- Wheel and probs.jpeg
- Wheel with client highlighted.jpg
- When (how quickly) are we meant to implement this material?
- Where are we in the therapeutic journey?
- WhichInterventionWhen
- whiteboard-icon.png
- Who does what?
- Who has your rope pic.jpg
- Who is this manual for?
- Whole systems change
- Why intervene simultaneously in multiple domains?
- Why mentalizing matters: epistemic trust
- whyamihere.gif
- Wilson, G. T. (1998). Manual-based treatment and clinical practice
- Work on the Self
- Worker energy for change exercise
- Working in multiple domains
- working together image.jpg
- Working with other professionals
- Working with the Family/Carers
- Working with the Individual
- Working with the Professional Network
- Working with the Social Ecology
- Working with your CLIENT
- Working with your NETWORKS
- Working with your TEAM
- world.PNG
- Your Manual
- yourrooms.jpg
- YPOR - Drug and Alcohol Outcomes